Spanish-Immersion Children in Washington State: Fourth Year of a Longitudinal Study.

Autor/inn/en	Bamford, Kathryn W.; Mizokawa, Donald T.
Titel	Spanish-Immersion Children in Washington State: Fourth Year of a Longitudinal Study.
Quelle	(1992), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Achievement Gains; Bilingualism; Cognitive Development; Comparative Analysis; Elementary Education; Immersion Programs; Instructional Effectiveness; Language Skills; Learning Theories; Longitudinal Studies; Mathematics; Monolingualism; Second Language Instruction; Second Language Learning; Spanish; Washington + Suchen Sie Ihr Suchwort? Schulleistung; Achievement gain; Leistungssteigerung; Bilingualismus; Kognitive Entwicklung; Elementarunterricht; Immersionsprogramm; Unterrichtserfolg; Language skill; Sprachkompetenz; Learning theory; Lerntheorie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathematik; Fremdsprachenunterricht; Zweitsprachenerwerb; Spanisch
Abstract	The fourth-year update of a longitudinal study examined the progress of the 31 remaining members of 2 classes in the first cohort of a Spanish immersion program and their standard-program monolingual comparison group of 15 students. Achievement gains were measured on standardized tests of mathematics and language skills. Results provided new evidence supporting the hypothesis that degrees of primary-school bilingual development correlate with development of higher-order mathematical skills. However, while an earlier report of the longitudinal study showed significant gains in nonverbal development by the immersion students at grade 2, mathematics and language achievement data do not indicate a corresponding advantage for the immersion students at grades 4 and 5. At the intermediate grades, the immersion children were generally performing on par with their monolingual comparison group on standardized achievement measures. It is concluded that the study's results support the developmental-interdependence hypothesis and Vygotsky's theory of cognitive development, but not enhanced achievement among additive-bilingual children. A 31-item bibliography is included. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC